Facilitators or suggestions for AMS education/training Link to local schemes (n = 18), e.g., adding to prescribing incentive/engagement scheme (n = 10), including in primary care commissioning framework (n = 1), GP quality contract (n = 1) “GPs will undertake training readily if incentivised or it greatly reduces their workload or enable protected time.” (CCG-153—Questionnaire) Training delivered by key staff (n = 16). a. Specific people are facilitators of training, e.g., practice pharmacist, microbiologists (n = 6) “Training needs to be delivered by someone senior to them, i.e., a microbiologist.” (CSU-6; CSU-13; CSU-17—Questionnaire) b. GPs appreciated opportunity to directly question the consultant (n = 4) c. Useful to have an expert who understands the evidence and also the perspective of the busy GP and primary care (n = 2) “I think this is useful especially when delivered by recognised peers such as our local microbiologist whose husbandincidentally is a local GP.” (CCG-115—Questionnaire) Important to focus on whole practice/system-wide approach (n = 11). “Ideally this should be a widespread and wholly integrated approach—primary and secondary care—supported by PHE.” (CCG-117—Questionnaire) Short, snappy, focused, engaging (n = 9). “[In reference to e-learning] Need to be more interactive and updated to keep GPs interested and willing to ’repeat’ the same training.” (CCG-11—Questionnaire) Link to national schemes (n = 7), e.g., CPD points (n = 1), AMS education, training for student clinicians (nurses, GPs, etc.) (n = 2), could training be part of the GP Deanery (regional organisation responsible for postgraduate medical training) (n = 1), Include in GP appraisal process (n = 2), Mandatory AMR training module as part of revalidation (n = 1), link to QP (n = 1)

Barriers of AMS education/training Time (n = 11) “GPs very busy and don’t always make time to do training even if highlighted as useful.” (CCG-103—Questionnaire) “Local microbiologist supportive however trying to gain times which are appropriate for all is difficult.” (CSU-6; CSU-13; CSU-17—Questionnaire) Reaching the correct people (n = 10) “Clinicians who attend and take part in training tend to be the engaged clinicians who are aware of the AMS agenda and prescribe carefully. It’s often the less engaged clinicians who don’t attend training we need to educate more about AMS and change their antibiotic prescribing behaviours.” (CSU-1; CSU-8; CSU-11—Questionnaire) Unsure of which e-learning to promote (n = 5) “Excellent resources but there are a wide array to access... could be confusing which are the best/most effective useof limited time to undertake?” (Other-8—Questionnaire)